FORWARD PLANNING DOCUMENT SCHOOL: PRIMARY SCHOOLYR: 6/7 TEACHER: JANE BARKER
TOPIC: Biomes & EnvironmentLEARNING AREA: SCIENCE: with direct links to other learning areas
PROGRAM OVERVIEW FOR PERIOD: 5 weeks - minimum requirement: 10 x 50 mins teaching block
*It is important to note that although the outcomes are linked to individual weeks, they are on-going throughout the entire program and require students to synthesise and expand on the ideas each week.
Assessment How achievement will be judged How results will be recorded.
1
Links to National Curriculum
Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate (ACSIS107)
The growth and survival of living things are affected by the physical conditions of their environment. (ACSSU094)
WA Syllabus Science: Investigating: Planning:
gather information about a topic to be investigated from a range of sources.
to search, select and organise information and/or data from a range of sources.
reflect on current understandings of a topic- e.g. using graphic organisers to brainstorm, concept maps.
WA Syllabus T & E: Creation of Information:
how to examine and evaluate information products in light of how needs and wants are met.
ways of presenting & communicating personal ideas for an information product.
English: Writing: Processes and Strategies:
techniques to organise ideas and information before writing, including brainstorm, concept map, listing and selecting graphic organisers.
English: Reading:
strategies for processing and organising information for a specific purpose including critically reflecting on the information and deciding whether it fulfils the requirements of the task
strategies for evaluating appropriate resources for a particular purpose including determining the authenticity of the resource
strategies for locating information in a resource including scanning for keywords and main ideas that support the purpose for reading and answer focus questions*
strategies for recording information for a specific purpose including note making and recording personal responses and questions using a repertoire of graphic organisers*
SOSE: Environment/investigation & communication and participation:
how to examine and evaluate information in light of how needs and wants are met.
Student's Prior Knowledge: Students: Have used graphic organisers in other learning areas; are familiar with internet & policy use; have had an introduction to Kidspiration; have experience in note taking skills. WEEK 1 TASKS
Teacher will allocate groups; students to negotiate 'roles'.
Select and research biome- initial planning using Kidspiration.
Evaluate and use resources to locate relevant information as per criteria on 'Mission Statement".
Take notes using graphic organiser whilst viewing video information.
Begin creating in MS Word to collate and report findings to create a final brochure or other document to support presentation/display.
back up files to classroom external hard drive (passport)
internet
multimedia-TV, Video
web sites
Kidspiration
MS Word
Graphic organiser
task outline document
external hard drive (passport)
science books
Graphic Organiser & weekly checklist of tasks to be glued into science book.
Teacher to collect and mark weekly.
Using class checklist record level of completed work as per rubric.
2
Links to National Curriculum:
Scientific knowledge is used to inform personal and community decisions (ACSHE220)
WA Syllabus Science: Earth and Beyond:
Human impacts on natural systems and the consequences for living things. e.g. farming, land clearing.
The long term effects of the weather on the environment. e.g. climate change.
Life and Living:
Biodiversity is the variety of living things (organisms) and the environment they are found in.
Humans cause a variety of impacts on natural systems both positive and negative, which my affect the quality of life.
WA Syllabus SOSE: Natural & Social Systems:
There are distinctive natural ecosystems within Australia and the world. e.g. Ningaloo Reef, Sahara Desert.
That an ecosystem is a community of plants, animals and micro-organisms which are linked by energy and nutrient flows ineracting with each other and with the physical environment. e.g. aquatic or terrestrial ecosystems (biomes)
That when focussing on what happens in a natural system questions are asked about- e.g. how does human activity impact on natural systems? What elements make up a natural system? How do elements within the natural system effect each other?
Student's Prior knowledge: Students: Are familiar with the school cameras; are able to download from the camera the pictures taken; have identified their biome, some plants and animals found within the biome. WEEK 2 TASKS:
Excursion to Perth Zoo OR AQWA - depending on their selected biome, students will visit one of these places only.
Take photos and find further information of the flora and fauna that lives in their chosen biome.
Use the graphic organiser from week 1 to collate information (print additional copies if required)
continue with research and brochure/poster
Back up files to classroom passport.
camera
clipboard
science book + graphic organiser
computer
MS Word
passport
Collect science book with graphic organiser/s notes.
Ensure tasks on student checklist have been completed and by whom.
Record on class checklist as per rubric
3
Links to National Curriculum:
Communicate ideas, explanations and processes in a variety of ways, including multi-modal texts (ACSIS110)
WA Syllabus Science: Investigating:
to follow the required steps for planning and discuss what needs to be done, what equipment to use and how to use the equipment.
Processing Data:
To communicate findings in a variety of forms.
Links to National Curriculum:
Use interaction skills, varying conventions of spoken interactions such as voice, volume, tone, pitch and pace,according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
WA Syllabus English: Speaking and Listening:
Codes visual codes (eg camera angles), non-verbal codes (eg gestures), spoken codes (eg tone) and auditory codes (eg music) that add meaning, interest, immediacy and authority to multimedia texts*
techniques used to create still and moving images including computer imaging, fade-outs, inserts, cutaways and flashbacks*
Students Prior Knowledge: Students: have had limited exposure to Movie Maker program; have had experience in preparng and presenting oral speeches. WEEK 3 TASKS:
Using Movie Maker develop a short movie to play behind the students whilst they are presenting their speech.
Use photo's taken on excursion as well as other images.
Compose speech about their biome.
Continue with brochure/poster
back up files to classroom passport.
camera,
Movie Maker
internet
computer
MS Word
passport
interactive board
data projector
science book
passport
View movies developed by students.
Interview groups regarding progress of speeches.
record progress on class checklist.
4
Science outcomes as above.
This week is essentially a "finishing off week"
As above
Student's Prior Knowledge: Students are required to complete tasks set to date; they have experience in interpreting an evaluation rubric in order to meet the criteria to the best of their ability. Student's have been video recorded in previous oral presentations for the purpose of reflection. WEEK 4 TASKS:
Teacher to video record practice presentation for conference at school assembly so students can view to improve their presentation skills and refine their performance.
Complete tasks from week 1, 2 and/or 3.
access to previous weeks resources
video camera
TV for playback
science book
passport
as above
conferencing students regarding oral presentation
5
Links to National Curriculum:
Suggest improvements to the methods used to investigate a question or solve a problem
Science: Processing Data
To communicate findings in a variety of forms.
To identify any difficulties and successes experienced
Information learnt from the investigation can be used to pose further questions, or form a new investigation. e.g. What could I find out next?
English: Reading:
readers compare information and ideas in texts to identify the emphases, and the influence of these on their own perceptions*
strategies for sharing information including deciding which mode of presentation (printed, visual or oral) would be most effective in getting the information across to the audience
* denotes National Consistency in Curriculum Outcomes, Statements of Learning
Student's Prior Knowledge: Student's need to have completed set tasks in order to effectively participate in the reflection and self-evaluation process. They have been exposed to similar tasks before. WEEK 5 TASKS:
Create an online quiz
Reflection
Self Evaluation
practice oral presentation
Create a Quiz - online quiz maker
reflection and self-evaluation activity
oral presentation resources
science book
passport
combine checklist data to assess all students on overall assignment rubric.
Teacher Reflection: Identify what are the most and least effective changes you would make in future.
- SCHOOL OF EDUCATION
FORWARD PLANNING DOCUMENTSCHOOL: PRIMARY SCHOOL YR: 6/7 TEACHER: JANE BARKER
TOPIC: Biomes & Environment LEARNING AREA: SCIENCE: with direct links to other learning areas
PROGRAM OVERVIEW FOR PERIOD: 5 weeks - minimum requirement: 10 x 50 mins teaching block
*It is important to note that although the outcomes are linked to individual weeks, they are on-going throughout the entire program and require students to synthesise and expand on the ideas each week.
E
E
K
CF, SOS, Progress Maps
Determined Outcomes
Links to:
What students are doing
What they will use
How achievement will be judged
How results will be recorded.
WA Syllabus
Science: Investigating: Planning:
T & E: Creation of Information:
English: Writing: Processes and Strategies:
- techniques to organise ideas and information before writing, including brainstorm, concept map, listing and selecting graphic organisers.
English: Reading:- strategies for processing and organising information for a specific purpose including critically reflecting on the information and deciding whether it fulfils the requirements of the task
- strategies for evaluating appropriate resources for a particular purpose including determining the authenticity of the resource
- strategies for locating information in a resource including scanning for keywords and main ideas that support the purpose for reading and answer focus questions*
- strategies for recording information for a specific purpose including note making and recording personal responses and questions using a repertoire of graphic organisers*
SOSE: Environment/investigation & communication and participation:Students: Have used graphic organisers in other learning areas; are familiar with internet & policy use; have had an introduction to Kidspiration; have experience in note taking skills.
WEEK 1 TASKS
WA Syllabus
Science: Earth and Beyond:
- Human impacts on natural systems and the consequences for living things. e.g. farming, land clearing.
- The long term effects of the weather on the environment. e.g. climate change.
Life and Living:SOSE: Natural & Social Systems:
Students: Are familiar with the school cameras; are able to download from the camera the pictures taken; have identified their biome, some plants and animals found within the biome.
WEEK 2 TASKS:
WA Syllabus
Science: Investigating:
- to follow the required steps for planning and discuss what needs to be done, what equipment to use and how to use the equipment.
Processing Data:- Use interaction skills, varying conventions of spoken interactions such as voice, volume, tone, pitch and pace,according to group size, formality of interaction and needs and expertise of the audience (ACELY1816)
- Plan, rehearse and deliver presentations selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis (ACELY1710)
WA SyllabusEnglish: Speaking and Listening:
Students: have had limited exposure to Movie Maker program; have had experience in preparng and presenting oral speeches.
WEEK 3 TASKS:
This week is essentially a "finishing off week"
Students are required to complete tasks set to date; they have experience in interpreting an evaluation rubric in order to meet the criteria to the best of their ability.
Student's have been video recorded in previous oral presentations for the purpose of reflection.
WEEK 4 TASKS:
- Suggest improvements to the methods used to investigate a question or solve a problem
Science: Processing Data* denotes National Consistency in Curriculum Outcomes, Statements of Learning
Student's need to have completed set tasks in order to effectively participate in the reflection and self-evaluation process. They have been exposed to similar tasks before.
WEEK 5 TASKS:
Australian Curriculum and Reporting Authority (ACARA). (n.d.). The Australian Curriculum. Retrieved from http://www.australiancurriculum.edu.au/Home
Department of Education. (2011). K – 10 Syllabus. Retrieved from http://det.wa.edu.au/curriculumsupport/k10syllabus/detcms/portal/